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Learning From the Gardner Art Theft

Earlier this week, the F.B.I. announced that it had identified the two men who robbed the Isabella Stewart Gardner Museum in Boston in March 1990, in the biggest art theft in American history. The F.B.I. said the criminals, whom it did not identify, had most likely moved their loot to Connecticut or the Philadelphia area.

Twenty-three years may seem like an inordinate amount of time to solve a burglary, but the Gardner case has actually come a long way from the days when it sometimes seemed to sit on the F.B.I.’s investigative back burner — and the robbery has done a lot to change the way that museums protect their art.

The robbery occurred just after midnight on March 18, 1990, when two men dressed as police officers appeared at the side entrance to the museum. There had been “a disturbance on the grounds,” the men told the night guard through an intercom.

One of the guards buzzed the men into the building, and after tying up the two watchmen, the thieves essentially had the run of one of the world’s most beautiful museums for more than an hour. Mrs. Gardner, the art collector and philanthropist who founded the institution, was devoted to the idea that art was powerfully redemptive, and she built intimate galleries to showcase her collection. She felt so strongly about the museum that in her will she insisted that nothing be changed in the galleries, not even the plaster cast of the composer Franz Liszt’s hand. Today the galleries are arranged just as they were when Mrs. Gardner died, in 1924.

On that evening, the thieves moved through the narrow hallways, past the Han dynasty bears and Louis Kronberg’s oil painting “La Gitana.” They ignored the 18th-century Indian bookstand and the 15th-century Italian fresco of Hercules.

They went for some of the museum’s crown jewels, snagging Vermeer’s “Concert” along with three Rembrandts, a Manet and a Degas. The two thieves didn’t seem to be particularly respectful toward art — they sliced two of the Rembrandts out of their frames — but they did manage to sneak away with a haul worth as much as $500 million today.

Over the years, it hasn’t seemed as if federal investigators have always made the case a top priority. When I first started reporting on the theft, for instance, the museum’s director, Anne Hawley, suggested that she had not always been satisfied with the bureau’s commitment to the case. Ms. Hawley, the director since 1989, said that the first agent assigned to the case seemed very green. “Why didn’t the F.B.I. have the capacity to assign a senior-level person?” she asked me in 2007. “Why was it not considered something that needed immediate and high-level attention?”

When the theft occurred, the museum’s security was lax by today’s standards. While the Gardner’s protections were not particularly bad for a modest-size house museum at that time, one of the guards who worked the night of the theft later admitted to having smoked marijuana before arriving for work. The museum also lacked theft insurance, which prevented it from offering a major reward immediately after the burglary.

But these problems were not limited to the Gardner. The idea that art theft is not quite a serious crime has a strange hold in some quarters. Over the years, the F.B.I.’s prioritization of terrorism after 9/11, not to mention numerous violent crimes, also may help account for the length of the investigation. But when crooks steal masterpieces, they steal part of our culture and civilization.

You can replace a wallet, an iPod, even a diamond necklace, but not a Rembrandt. The art world knows this. The Gardner offered a $1 million reward a few days after the theft occurred, and in 1997, it raised the reward to $5 million, believed to be the largest ever offered by a private institution. A few years ago, the museum also brought in a new head of security, Anthony Amore, who has become obsessed with the case. He keeps an electronic copy of his investigation files with him at all times, even outside of work.

Museum security has changed too. The Gardner has significantly upgraded its protections, and because of the theft, the American Association of Museums revamped its guidelines, recommending that institutions be more careful about whom they let in after hours. In 1994, at the museum’s urging, Senator Edward M. Kennedy helped pass a law that made it a federal crime to steal, receive or dispose of any cultural object worth more than $100,000.

The statute of limitations for breaking into the museum has expired, but prosecutors could potentially use the 1994 law to convict someone for possession of the stolen art today. (That said, the museum’s top priority is recovering the art.)

The F.B.I. has also significantly ramped up its efforts to recover stolen art. In 2004, the agency created a national art theft team, which has more than a dozen agents assigned to regions across the country. The bureau also has two agents working on the Gardner case, and last year, they made a high-profile raid on the house of a Connecticut mobster. Since the announcement on Monday, and the increased attention on an F.B.I. Web site devoted to the Gardner theft, tips and new leads have been pouring in.

As for the men who robbed the museum, there’s been some good evidence over the years regarding their identities. In my book on the theft, I pointed the finger at the Boston mobster David Turner. As part of my reporting, I examined F.B.I. files that indicated that Mr. Turner was an early suspect, and he bears a strong resemblance to the composite drawing made of one of the thieves. In a letter to me, Mr. Turner denied any role in the theft, but he also told me that if I were to put his picture on my book’s cover, I would sell more copies.

More important, there are signs that the paintings may hang on the walls of the museum again. At the news conference on Monday, the F.B.I. announced that in the years after the theft, someone took the stolen Gardner art to Connecticut and Philadelphia and offered it up for sale. This suggests that the canvases might still be in good condition.

“I think we’re all optimistic that one day soon the paintings would be returned to their rightful place,” the United States attorney for Massachusetts, Carmen Ortiz, said. Let’s hope she’s right.

This piece first appeared in the New York Times.

FBI says that they know who robbed the Gardner museum

Big news for Gardner obsessives:

The FBI believes it knows the identities of the thieves who stole art valued at up to $500 million from Boston’s Isabella Stewart Gardner Museum in 1990. Richard DesLauriers, the FBI’s special agent in charge in Boston, says the thieves belong to a criminal organization based in New England the mid-Atlantic states. He says authorities believe the art was taken to Connecticut and the Philadelphia region in the years after the theft, and offered for sale in Philadelphia about a decade ago.

First off, kudos to the museum–and the FBI–for continuing to running down leads in this case.

But I think the lede is really buried here. From my perspective, really the biggest news is that the bureau says that someone offered the paintings for sale in Philadelphia. That suggests that the paintings are still in good condition. It also–with less evidence–suggests that the people who control the art are willing to make a deal. Keep in mind that many people have suggested over the years that the paintings have been destroyed. That doesn’t seem to be the case here.

In the end, iIt might take years, decades, even a century, but soon or later, I believe that these paintings will be returned. In the world of art theft, cases often take years to solve. In the 1860s, Union Army soldiers stole North Carolina’s Bill of Rights out of the state Capitol, and the artifact remained missing for 140 years. It popped up in the art underworld a few times, until in 2003, two antiques dealers tried to peddle the work for $4 million—and the FBI picked it up in a sting.

Put more simply, when it comes to art crime, hope springs eternal for good reason.

Working on What Works Best

Fran McCall didn’t want to talk to anyone. When she started her pursuit of a bachelor’s degree at the University of the District of Columbia at 44, she had no patience for the less-than-brilliant comments of her fellow students during class discussions. So after eight semesters–over the course of four years–she finally gave up and transferred to the University of Maryland-University College, where she hoped to learn from her professors without the distraction of empty-headed remarks.

But instead of less conversation, she got more. And while the students at UMUC do like to talk, their comments on academic subjects such as business ethics are as thought provoking as those of her instructors, says McCall, now 52 and a program officer at the Institute of International Education, a nonprofit education organization that administers the Fulbright Scholarship program. And perhaps the biggest surprise is that it all happens online: McCall enrolled in the school’s Web-based division. It’s the typing, she says, that often forces mature discussions. “When people write their comments, they pay more attention to detail and get to the meat of the subject,” she adds. “It’s even honed my ability to agree to disagree.”

Students like McCall are driving the phenomenal growth of online education. Enrollment has shot up by almost 20 percent this year; 11 percent of postsecondary students will take at least one course online. And those students have plenty of classes to choose from: Over 90 percent of public colleges offer at least one online course. By 2005, the E-learning market will top $4 billion, predicts Eduventures, a Boston-based educational research firm. With Congress considering removing the last obstacle preventing online students from qualifying for the same federal financial aid dollars as students at traditional universities, the boom in E-learning is likely to continue.

Indeed, almost a third of all academic leaders polled believe that online education will be more effective than traditional classes in three years, according to a survey released last month by the Sloan Consortium, a group of colleges from Johns Hopkins University to San Diego State dedicated to improving the quality of online education. But online student dropout rates are still higher than those for the classroom set. Which leads to the question: What, exactly, works online?

In the beginning–a mere decade ago–early adopters made wide-eyed proclamations about how the Internet would change the nature of education as we know it. Universities and new for-profit schools would rake in millions of dollars by having megastar lecturers create techno-lessons that would reach thousands of tuition-paying students and render the lumpen professoriate obsolete.

It didn’t work.

Instead of downloading cash, respected schools pulled the shutters on their E-learning shops, while new online schools went bankrupt. The now defunct Fathom.com, Columbia University’s for-profit arm, struggled to attract students to courses created by its own professors as well as experts from the University of Chicago and the London School of Economics and Political Science. The fantasy of instructor-less education soon faded as courses with little or no personal interaction–sometimes just the contents of books plunked onto Web sites–posted dropout rates as high as 60 percent.

The survivors have begun to realize that what works online isn’t very different from what works in a traditional classroom. Students need to be actively involved, says Charles Dziuban, director of the Research Initiative for Teaching Effectiveness at the University of Central Florida. “It’s true in traditional classes, and it’s more true online because you don’t have face-to-face time.” Dziuban found higher pass rates and satisfaction levels in online classes that had more engaging and accessible professors.

While interactive teaching dates back at least as far as Socrates, schools still struggle over the best way to transfer it to the computer screen. “Simply replicating an existing classroom course in an online format isn’t effective,” says John Sener, an E-learning consultant. “It’s roughly the equivalent of taking a VHS tape and making several copies, each losing something in fidelity.” Without a professor to explain the finer points or classmates to add a sense of community, students might as well just read a textbook. “Highly disciplined and motivated learners can succeed on their own in any format,” says Sener, “but many learners cannot.”

Group work. To be sure, creating discussion-heavy, seminarlike courses online isn’t as easy as arranging a few virtual chairs into a circle. Schools such as Baker College in Michigan lowered their online class size to 12, while others like the University of Phoenix and Capella University emphasize collaboration by having small groups of students do research projects and presentations together. University of Maryland-University College requires all professors to complete five weeks of training showing them how to teach online.

Other schools try to make sure there’s always someone online for students to talk to. New York-based Mercy College recently instituted a virtual tutor program called Wizards. Former students who have aced the course are paid to post to class discussion boards, answer E-mails, and tutor students. “Both students and faculty long for closer contact, and this is one way to achieve it,” says Boria Sax, director of online academic services. In a study of the program, students in a Wizard-assisted class received more than half a letter grade higher than students in a class without one.

Of course, not everyone believes that virtual learning is an adequate substitute for the real thing. “Online students may have an experience that feels like bonding, but it won’t approach what happens in a classroom,” says Carole Fungaroli Sargent, an English professor at Georgetown University and author of Traditional Degrees for Nontraditional Students. “It’s the difference between making friends by going to a pub versus making friends by talking to strangers on the phone.”

Flexibility. Still, there are some educational goals that might be met more easily online. For example, Virginia Tech math professors wanted to teach introductory courses like linear algebra, precalculus, and life sciences calculus in ways that best suited their students’ different learning styles. They created a program that allows students to choose a format–videos of the lectures, interactive tutorials, hyperlinked textbooks, or face-to-face group sessions–that works best for them. Periodic quizzes ensure that they’re learning the material. On-campus students, the vast majority, can also drop by for in-person tutoring sessions if they’re stuck on a problem. After five years, the results are positive: Final exam scores as well as longitudinal follow-up studies show comparable results among the different types of instruction.

In general, however, E-learning’s successes stem mostly from the fundamentals. For one thing, online class participation requires students to write extensively and develop their thoughts. “You reflect on what you are writing, before you post it,” says Karen Swan, an educational technology professor at Kent State University. “Reflecting really is what learning’s all about.”

And schools are learning that students want professorial attention. “I need to develop personal relationships, especially if I’m encountering any problems,” says Lia Wright, 26, an M.B.A. student at Baker College. She dropped out of another online program where she felt no rapport with her professors or fellow students. But things are different for her at Baker. When Wright didn’t log on to class for two days last spring because her family was visiting, a professor called her at home to see if she was sick. She wasn’t. In fact, she felt great. “It was awesome,” says Wright. “I never knew that a professor would ever call you just to see if you were sick.” And that is perhaps E-learning’s biggest irony: Even with the best technology, it will always need the human touch to be effective.

 

This article originally appeared in US News and World Report.

Crime and Picasso: The Shadowy Underworld of Art

William M. V. Kingsland left artworks but no will.

There didn’t seem anything particularly unusual about the sale of William Kingsland’s art collection, at least at first. A well-known New York art connoisseur, Kingsland died in 2006, and the auction house Christie’s was hired in the months after his death to sell many of his paintings and sculptures. But it turned out that Kingsland was not his given name. His birth name was Melvyn Kohn, and dozens of the artworks in his collection had been stolen from museums and galleries. The most notable include canvases by Pablo Picasso and John Singleton Copley and an Alberto Giacometti sculpture worth as much as a million dollars. “It appears that during a period of time in his life he went into galleries and took things that caught his eye,” says New York Public Administrator Ethel Griffin, who is overseeing the case.

So whom did the auction house call for help? The FBI. One of its art theft investigators, Special Agent Jim Wynne, has been working the case since the beginning, researching the provenance of the stolen pieces and interviewing galleries believed to be the last verified owners. “[I wanted] to try and recover this stuff for the victims,” Wynne says. And while the rightful owners of some of the pieces have been determined, most of the works still sit in a sort of legal limbo, their exact ownership unclear. The bureau recently posted images of the stolen objects on its website at www.fbi.gov, just a few clicks away from its list of the most wanted terrorists, under the headline: “Stolen Art Uncovered. Is it Yours?”

Meet the nation’s art cops, assigned the long and often difficult task of returning stolen masterpieces to their owners. Art theft has become one of the world’s most lucrative illegal activities, an estimated $6 billion black market business, with more than 50,000 heists occurring each year. The FBI has taken significant steps to fight the trend in recent years, creating a team of agents dedicated to recovering hot van Goghs and pilfered Monets. “Art is one-of-a-kind history that can never be re-created,” says Special Agent Brian Brusokas. “If you take a piece off the wall and hide it away for 40 or 50 years, you’re potentially depriving an entire generation, the whole world for that matter, of ever being able to view such a piece.”

Federal art crime investigators are not new. The FBI has long had individual agents in New York and Los Angeles focused on museum robberies and art fraud. But after the massive looting of Iraq’s National Museum in 2003 in which some 14,000 works were stolen, the bureau decided for the first time to form an art theft team, which now has more than a dozen agents assigned to regions in the United States. The unit aims to recover any illegal cultural property and often works with foreign law enforcement agencies. The squad has posted some major successes, recovering works by Matisse and Goya and one of the original copies of the Bill of Rights. “Art easily moves across state and international boundaries,” says Bonnie Magness-Gardiner, manager of the art theft program. “Having this network of agents has been very effective.”

To join the art theft team, agents must receive special training in art and art recovery. They learn the difference between an etching and an engraving; they learn how criminals forge documents to help slip fakes into the legitimate art market. “Art is different. It’s not like cars, where there are registries with license plate numbers and registration numbers,” says Sharon Flescher, executive director of the International Foundation for Art Research, a nonprofit that specializes in art crime. “There is no one place where every work of art that has ever been created can be found, and it’s not easy for the uninitiated to differentiate between different media, whether it’s types of prints or paintings or works on paper. It helps to have a trained eye.”

Art law is different, too. While thieves can be prosecuted under stolen property statutes, specific laws have been enacted to counter art crime. After the 1990 heist of a Vermeer and three Rembrandts from the Isabella Stewart Gardner Museum in Boston, Sen. Edward Kennedy pushed through Congress the Theft of Major Artwork statute. The law makes it a federal offense to own or conceal any artwork that is stolen from a museum and is more than 100 years old or worth more than $100,000. The penalties include fines and as much as 10 years in prison.

But for law enforcement, and the art world, the return of a missing object often holds more significance than a conviction. “I don’t think many people realize that missing art is as important as it is. What’s being stolen and secreted away is staggering,” says Virginia Curry, who worked art crimes for the bureau for more than a decade and retired in 2006. “For me, the first priority is to recover the art. The second consideration is to identify the most culpable person involved.”

Still, recovering stolen art isn’t easy. Part of the problem is figuring out the exact motivation; people steal art for all sorts of reasons. Some thieves are gangsters hoping to pilfer a trophy. Some are disgruntled security guards looking for revenge. Sometimes curators pocket artifacts because they believe that they can take better care of them than the museum or gallery that owns them. A thief once swiped a Chagall painting from New York City’s Jewish Museum, and a few days later the institution received a ransom note, saying that the canvas would not be returned until Israel and the Palestinians made lasting peace. (Some months later, the Chagall was recovered in a postal center in Topeka, Kan., and investigators now believe that the thief tried to get rid of the work by sending it as a dead letter.)

For the most part, though, the crooks are motivated by cash. While the art market has slumped in recent months along with the rest of the economy, a top painting still can fetch tens of millions of dollars, with a rare Impressionist work sharing the same value as a corporate jet or a small technology firm. During an FBI sting operation to recover a stolen Rembrandt self-portrait a few years ago, an undercover agent asked the seller if he had any interest in the old master canvas. “No,” the man baldly replied. “I’m in it for the money.”

But is there really money to be made in art theft? For the most part, the answer is no. Criminals have few options when it comes to profiting from art crime. Auction houses have no interest in selling looted art; legitimate collectors have no interest in purchasing it. Even keeping stashes of stolen art for pleasure is unlikely. Investigators have never found any evidence of a so-called Dr. No (named after the villain from the James Bond movie), a shady, art-loving millionaire who snaps up stolen paintings for late-night viewing in the basement of his Caribbean mansion. “Art theft is a crime of opportunity,” says Agent Wynne. “The problem for the thieves is that you can’t sell the stuff. If it is so noteworthy and so valuable, it’s extraordinarily hard to sell.”

Most stolen art ends up slipping into the criminal netherworld. Crooks will hide the item in an attic and wait for a good time to sell it, or an enterprising rogue might trade the pilfered work to other criminals for guns and drugs as a sort of underworld currency. And through dedicated investigative work and good relationships with art dealers and collectors, the bureau has been able to track down more than 1,000 stolen objects over the past four years.

The FBI often recovers artworks when they come up for sale, as oblivious criminals regularly bring hot art into Christie’s or Sotheby’s not knowing that the auctioneers vet objects before they go under the hammer. It helps, too, that crooks don’t typically have much of an understanding of art and art history. A handyman once swiped a painting from a home in Connecticut and sold the canvas to a local antiques dealer for $100. He later told investigators that he was hoping to make a little cash. But it turned out that French artist Henri Fantin-Latour had created the work, and it was worth more than $1 million.

Still, many art theft cases take years, decades, even more than a century, to crack. During the final days of the Civil War, Union Army soldiers stole North Carolina’s Bill of Rights out of the state Capitol. Commissioned by President George Washington, the document was one of only 14 copies created after Congress proposed the first amendments, and for more than 140 years, it remained missing. Then, in 2003, two antiques dealers tried to peddle the work for $4 million. A millionaire philanthropist showed interest in the document, claiming that he would buy the artifact on behalf of Philadelphia’s Constitution Center. But the philanthropist was actually an undercover FBI agent, and investigators seized the document. “It was like touching history,” one agent said.

As for the Kingsland paintings, Wynne continues to look for the rightful owners. The caper grew more curious when, after Kingsland’s death, a mover hired by New York State to haul the collection from Kingsland’s apartment to a warehouse stole two Picasso sketches, each valued at $30,000. “Those works had been stolen themselves. They had been stolen in the ’60s and they were in Kingsland’s apartment, and then the movers came, and then they were stolen again,” says Wynne. After some sleuthing, agents learned that a Manhattan-based art broker had tried to sell one of the drawings, and law enforcement eventually recovered the works from the mover’s mother-in-law. And so, at least for now, there’s one art world mystery fewer waiting to be solved.

 

This article originally appeared in US News and World Report.

Student Loan Industry Lobbyists March on Washington

Call it the “March on Washington to Subsidize Student Lenders.” In an effort to prevent the Senate from passing a reform bill that would make college affordable for all, the student loan industry has mounted a massive lobbying campaign to keep its vast government subsidies. Loan giant Sallie Mae alone currently has more than 20 lobbyists blanketing the Hill, trying to sink an effort to reduce college costs and take the middle man out of student lending.

The Family Federal Educational Loan, which has been subsidizing private lenders for years, is at the center of the debate. Under the program, taxpayers cover the cost of a loan if a student can’t pay it back, and so banks are essentially guaranteed a hefty return on their investment. The House passed a reform bill last year with support from President Obama that would revamp the current system and make loans more directly to students. The change would not alter services, and according to the Congressional Budget Office, the proposal would save $87 billion over the next 10 years, which would be reinvested into grants for low- and middle-income students and other critical aid for education.

The Senate has begun working on a similar bill, but the student loan companies have tried to torpedo the entire initiative by arguing that it would wreak economic havoc, and that it would cost tens of thousands of jobs. But the industry plays loose and fast with the facts of loan reform—and the negative economic effects are significantly less than they claim.

For instance, the lenders have argued in lobbying documents that as many as 35,000 jobs would be cut under the proposal, even though their own research shows that the program employs only about 30,000 people. The banks also provided Congress with state-by-state employment counts that appear to overstate the program’s economic reach by including jobs such as technology providers that also support other lending programs. One lobbying document lists two people working with the program in Kansas. However, a communications representative from USA Funds—which is the only loan guarantor in the state—said that the firm had only one employee. “I’d like to know who the other person is,” he told me.

To be sure, student loan reform will lead to some lost jobs—and for those limited number of families, the change in employment status will cause deep and significant turmoil. But ending the program doesn’t mean that all these employees will become jobless. Far from it. Loan companies offer a number of different products, including consulting services and private loans, and Darren Hurlburt, CEO of Maine Education Services, told me that his organization stopped participating in the program in March 2009 and has yet to lay off any staff. “So far all those people were absorbed,” he said.

But what’s more important—and often lost in the debate over the effect on jobs—is that the proposal goes a long way in making college affordable for all students. And that’s key to economic growth. More than $40 billion of the proposal’s projected savings would be reinvested into the federal Pell grant program, which helps low- and middle-income students pay for higher education. Pell grants covered as much as half of tuition and fees 30 years ago. But because college costs have exploded, Pell grants now cover only about one-third of charges. The bill aims to change that so that students would soon receive nearly $7,000 per year to help pay for their degree.

Congress should ignore the weak rhetoric of the loan companies and end the massive government subsidizes paid to student lenders. The bill will cut waste and improve educational opportunities for low- and middle-income families without costing taxpayers an additional penny. Indeed, for policymakers, it’s a simple choice: Deepen the pockets of the student lending industry—or help American students, their families, and the long-term health of the nation’s economy.

 

This article originally appeared in US News and World Report.